Principled Eclecticism in English Language Teaching: A Learner-Centred Pedagogical Approach

Abstract

This paper reviews Principled Eclecticism as a pedagogical approach that is learner centered in English Language Teaching (ELT). Although each of the traditional methods like Grammar Translation Method, Audio Lingual Method, Direct Method and Communicative Language Teaching have its own specific advantages, when they are used in isolation not much needs of people in modern day classrooms are met. Based on a learner centered framework, the paper promotes Principled Eclecticism which reflects an intelligent and purposeful combination of several methodologies framed after the needs of learners, situational factors, and instructional goals. The paper presents the roles of Principled Eclecticism in enabling teachers to mix the techniques strategically, adjust to different types of learning process and ways of responding to dynamic language needs, promoting learner independence, improving communicative competence in the process. The essential approaches to their implementation, such as needs analysis, method integration, and regular feedback, are also discussed, as well as the possible obstacles on the way to their successful deployment, including the elevated degree of planning involvement and the need to train professionals. A flexible Principled Eclecticism has been presented as the evidence based responsive and high-impact method that enhances the engagement of learners and the results of language learning in any ELT contexts.

Keywords: Principled Eclecticism, English Language Teaching, Learner Centred Approach